Abstract:
In previous literature, an inclusive practice approach to counteract possible areas of concern regarding cloud-based security for virtual learning environments has been proposed. In this paper, the theoretical framework ‘transformability theory’ underpinning such a proposal is applied in the context of higher education. Practicalities and limitations applying to such an idealised approach in a real context are explored in the form of a case study. The case study includes both the multiple and mixed roles that learning analytics and usability play in cloud- based security. Whilst such roles provided by technology still rely on the need for a social and technical system approach based on a pedagogical focus aligned with educational beliefs, attitudes and practices, observations from the case study show that risks and threats can be managed on a perception and actual occurrence basis. Such encouraging findings from this pilot study support the need for a larger more substantial investigation into the theoretical approach. The proposal for this case study is very timely, due to the concerns surrounding both the cloud forensic problem and the potential impact of the provisions of the forthcoming EU General Data Protection Regulation. The case study will outline a workable approach to achieve high levels of both security and privacy, such that compliance with the new regulation can be achieved.